Search results for author:"Sofie Loyens"
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Learning from Video Modeling Examples: Does Gender Matter?
Vincent Hoogerheide; Sofie M. M. Loyens; Tamara van Gog
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 1 (2016) pp. 69–86
Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender...
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How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?
Lisette Wijnia; Sofie M. Loyens; Eva Derous; Henk G. Schmidt
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 39–58
In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is...
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Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention
Marit Wijnen; Sofie M. M. Loyens; Lydia Schaap
Interactive Learning Environments Vol. 24, No. 8 (2016) pp. 1907–1921
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL...
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University teacher judgments in problem-based learning: Their accuracy and reasoning
Lisette Wijnia; Sofie M.M. Loyens; Eva Derous; Henk G. Schmidt
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 59, No. 1 (October 2016) pp. 203–212
This study investigated the accuracy of 14 university teachers’ judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully complete their first year as well as the entire...
Language: English
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Effects of creating video-based modeling examples on learning and transfer
Vincent Hoogerheide; Sofie M.M. Loyens; Tamara van Gog
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 108–119
Two experiments investigated whether acting as a peer model for a video-based modeling example, which entails studying a text with the intention to explain it to others and then actually explaining it on video, would foster learning and transfer. In ...
Language: English
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ZAPs: Using Interactive Programs for Learning Psychology
Casper D. Hulshof; Tessa H. S. Eysink; Sofie Loyens; Ton de Jong
Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 39–53
ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to...
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Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies
Sofie M. M. Loyens; Remy M. J. P. Rikers; Henk G. Schmidt
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 5 (September 2008) pp. 445–462
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum...
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Problem-based learning as a facilitator of conceptual change
Sofie M.M. Loyens; Suzanne H. Jones; Jeroen Mikkers; Tamara van Gog
Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 34–42
We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was...
Language: English
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Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement
Martijn J.M. Leenknecht; Lisette Wijnia; Sofie M.M. Loyens; Remy M.J.P. Rikers
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 68, No. 1 (November 2017) pp. 134–142
Language: English
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Learning from video modeling examples: Content kept equal, adults are more effective models than peers
Vincent Hoogerheide; Margot van Wermeskerken; Sofie M.M. Loyens; Tamara van Gog
Learning and Instruction Vol. 44, No. 1 (August 2016) pp. 22–30
Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that (perceived) similarity between learners and the model...
Language: English
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Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers
Lisette Wijnia; Sofie M.M. Loyens; Tamara van Gog; Eva Derous; Henk G. Schmidt
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 22–31
Problem-based learning (PBL) requires students to formulate learning issues that need to be answered by studying multiple literature resources. Advocates of high instructional guidance argue that this is too cognitively demanding for students and...
Language: English